Design Concepts for Typical Kindergartens

BAKER KAVANAGH ARCHITECTS

The first Gold LEED accredited Kindergarten in the GCC, meeting World Education Standards

Design Statement
Design Philosophy & Approach
Drawing on extensive experience in delivering outstanding spaces for education and research into Qatari schools and successful precedents from other countries, Baker Kavanagh Architects have formulated a schedule of areas and proposed program for an ideal kindergarten for the MIddle East. The overarching concept of this proposal is that of flexibility- both in the everyday use of the spaces & in the possibility of future alteration & expansion of the kindergarten. The proposal is for a kindergarten for about 100 children. Using the ideal group sizes & child:staff ratios outlined in by World governing Education Bodies, guidelines for health & safety standards, this would equate to 6 groups of 20 children, at 2.5m2 unencumbered space per child, or ideally, 6 groups of 16 children at 3.25m2 unencumbered space per child. (The SEC has recommended that group sizes be decreased to 16. This would bring the space per child up to standards currently required in many other countries.)

Doha

Other points that have guided this proposal:

- This design could be the first Gold LEED accredited Kindergarten in the GCC. - It is seen within this proposal that the Environment and the buildings environment becomes an integral part of the childrens education, promoting awareness from early learning stages. - The quality of the building becomes critical in design, and the safety aspect for children, in that there would be no hidden spaces. And that the entire site becomes an extension of the typical Learning Module - The flexibility of the design was important to develope, as this design is presented as a series of proto-types with the beenfit of buildability, and adaptability to cope with smaller and larger student population numbers.

How Many of these Kindergartens will you need?

Based on current Statistics

Age Group

Region
Mesaleed Jeryan Al Berna 226 180 Al Jemailya 633 506 Al Ghuwairiya 47 37 Al Shamal 273 220 Al Khor 1357 1085 Umm Salal 2349 1880 Al Wakra 2765 2210 Al Rayyan 17 076 13 660 Doha 21 934 17 545

Total

1-5 80% of popultion

333 260

46 993 37 583 362

TOTAL Assumptions

10

18

22

130

170

80% of population will attend Kindergaten Number of Kindergatens based on each catering for approx.100 students

The Concept
Projected Program & Design Brief

Group Module

Includes space for large group activity, with the possibility of dividing the space with mobile furniture to provide smaller spaces as required on a day-to-day basis. Also contains space for storage of each individual childs personal belongings, and ample space for display of completed projects & artwork. Every group room also has a craft sink & bench for messy learning activities, as well as ample storage for craft & learning materials. Each group room has a bathroom directly accessible from the learning activity space.

Common Play/Activity/Dining Space

For climate of the Middle East provision for an indoor play area which can be used by the children for gross-motor play during the hotter, more humid months. In addition to these functions, this space is to function as the primary circulation space to the Learning Group Bases. This is superior to having a corridor arrangement, in terms of the usefulness of the available space & childrens way-finding, as well as helping to give children more opportunity for interaction with children from other groups, fostering a sense of belonging to the kindergarten group as a whole. This space can also be utilised for childrens dining and planned whole-school special activities such as concerts & drama performances. Interior windows to group rooms to take advantage of borrowed natural light & allow for glimpses into the activity of the various groups. Includes storage & display space for books & AV material & informal seating for reading books or viewing of films. To foster interaction between children, teachers & parents. Large community space at or around the entrance where parents can linger or even participate in some of their childs activities. Connected to common activity space & reception, director & staff areas, this space would be a living room type area with visual connection to the learning spaces & space for display of childrens work. Located near entry for easy access by families & for surveillance of main entry. Space for both a Director (office with room for small meetings or private consultation) and a receptionist/administrator (reception counter, workspace & records storage/supplies)

Library/AV room Visiting/Consultation/ Observation/Interaction Space Director & Admin Space Support/Staff Areas Kitchen Nurses Room Outdoor Play Area Parking/Entry

Consisting of a large staff room to be used for meetings, staff work, with a kitchenette for lunches & breaks. Staff bathroom & locker area for personal belongings.

Located near entry to allow easy & secure delivery access. Connected to common dining/play area.

Small consultation room with two sick bays for sick children. Separate as possible from play/learning areas At least 50% shaded (mixture of shade structure & trees.) Consisting of various differentiated play zones for active group play, quiet individual play etc. These zones might be differentiated by varying ground surfaces for play, resilient matting should be used beneath any climbing/swinging equipment. Parking for the kindergarten with separate zone for staff parking & pickup/set down area.

Linked to

External Space
childrens wc childrens wc

store

store

staffwc security

learning grouproom

learning grouproom

common library/av

staff lockers learning grouproom StaffRoom

childrens wc

PickUp/ SetDown/ Parking

store

CommonIndoorPlay Kitchen entry foyer Consultation/ VisitingArea

Linked to

External Space

childrens wc learning grouproom store

Reception

Director

HealthClinic/ NursesRoom

learning grouproom

learning grouproom common outdoor play

store

childrens wc
Linked to

store

childrens wc

External Space 7

Site Arrangements
Utilising Typical Module compnents to create acreative environment for young minds of tomorows future

Outdoor Play Area

Outdoor Play Area

LG7 LG9 LG8 Shared Indoor Play Area LG10 Lib/ AV

LG6 LG5 LG4

LG9

LG8 LG7 Shared Indoor Play Area Lib/ AV LG12 Staff Support Entry LG6

LG5

LG4

LG3

LG10 LG11

LG3 LG2 LG1

LG11

LG12

Entry

LG1

LG2

Staff Support

Alternate Planning Example 01

Alternate Planning Example 02

LG9

LG8

LG6 LG7 LG6 LG5 LG4 Shared Indoor Play Area Outdoor Play Area LG10 Shared Indoor Play Area Lib/ AV Entry LG3 LG1 LG2 LG9 LG8 LG7 LG5 Outdoor Play Area

LG10 LG11 LG12

LG4

Lib/ AV

LG1 Staff Support Entry LG2

LG11 LG3 LG12

S N
Alternate Planning Example 03

Staff Support

Alternate Planning Example 04

N S
8

Site Arrangement
Typical Conceptual Site Plan
Site Boundary

Common Outdoor Play Area

Learning Group 9

Learning Group 8

Learning Group 6 Learning Group 7 Learning Group 5

50

00

Learning Group 10
6000 Emergency Vehicle access

Learning Group 4

100m

Common Indoor Play Area Learning Group 11

60

00

Learning Group 1 Learning Group 12 Administration Building

Learning Group 3 Learning Group 2

Main Entry Security

Vehicle Drop-off Zone For vehicle, and pedestrians visitors

6000

Vehicle Entry

Raised Pedestrian walkway to entry

5500

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5500

3000

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6000

S N
72m

Planning arrangement developed from bubble diagrams to demontrate ability of idea to become reality
Please note that this site arrangement has been developed based on 100 children population, and modules can be adapted to smaller and larger school population numbers, as required, refer to Appendix of this document for alternate site arrangements

N S
9

Site Boundary

Common Outdoor Play Area

Learning Group 9

Learning Group 8

Learning Group 6 Learning Group 7 Learning Group 5

50

00

Learning Group 10
6000 Emergency Vehicle access

Learning Group 4

100m

Common Indoor Play Area Learning Group 11

60

00

Learning Group 1 Learning Group 12 Administration Building

Learning Group 3 Learning Group 2

Main Entry Security

Vehicle Drop-off Zone For vehicle, and pedestrians visitors

6000

Vehicle Entry

Raised Pedestrian walkway to entry

5500

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5500

3000

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S N
72m

N S
10

Typical Site Arrangement

6000

The Learning Module

Entry Entry Entry

Entry
Wet Area Store Wet Area Store Wet Area Store

Open Learning Group Area

Open Learning Group Area

16 student x 3.25 sq.m 52 sq.m

Open Learning Group Area

16 student x 3.25 sq.m 52 sq.m

Wet Area

16 student x 3.25 sq.m 52 sq.m

Store

Covered Outdoor Area

Covered Outdoor Area

Covered Outdoor Area

Possible Cluster Grouping

Open Learning Group Area
16 student x 3.25 sq.m 52 sq.m
Wet Area Entry

Store

Entry

Open Learning Group Area

16 student x 3.25 sq.m 52 sq.m

Wet Area

Store

Entry

Open Learning Group Area

16 student x 3.25 sq.m 52 sq.m

Covered Outdoor Area

Wet Area

Store

Open Learning Group Area

Covered Outdoor Area

16 student x 3.25 sq.m 52 sq.m

Covered Outdoor Area

Covered Outdoor Area

Typical Learning Group Module

Possible Cluster Grouping

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Site Boundary

Learning Group

Internal Play A

Plant

Plant
Air

Site Section

12

The Section

ay Area

Learning Group

Plant
Air

13

Site Boundary

3D Sketch-Up Model of Kindergarten

14

The Elevation
Alternate colour options for Kindergarten

Option A
Coloured Buildings (primary), green roof, and white reflective roof structure

Option B
White Buildings, green roof, and coloured roof structure

Option C
White Buildings with splashes of colour, green roof, and white reflective roof structure

Option D
Coloured Buildings (Pastel), green roof, and white reflective roof structure

15

Option A

3D Sketch-Up Model of Kindergarten

Aerial View of Entry

16

Option A

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Option B

3D Sketch-Up Model of Kindergarten

Aerial View of Entry

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Option B

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Option C

3D Sketch-Up Model of Kindergarten

Aerial View of Entry

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Option C

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Option D

3D Sketch-Up Model of Kindergarten

Aerial View of Entry

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Option D

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Appendix A
Design Philosophy & Approach
Pedagogical Shift in Early Years Education
Teaching and learning patterns are becoming increasingly lateral as current pedagogical thinking shows students are less responsive to traditional lecture style learning. To support this changing emphasis, kindergartens are required to be highly flexible and offer a range of spatial and programmatic options. Spatial requirements may now include group learning, project work spaces, breakout spaces, individual quiet spaces, small and large group spaces and outdoor learning areas. BKA is committed not only to consideration of current learning models but also anticipation of developing models as new technology further influences pedagogy. Some concepts which Baker Kavanagh Architects consider important in shaping good environments for early years education are as follows: Environment as 3rd teacher- Children are born with a natural sense of exploration and learn about their world through the senses of touch, sight, smell & hearing. Baker Kavanagh Architects considers this sensory part of learning to be especially important in early years education. The environment should play an important role at this stage, together with teachers & parents (along with the increasingly important role played by the computer.) Learning environments should be both stimulating & comforting, but above all have the flexibility to support small & large group learning and both programmed and unprogrammed activities and display of projects & artwork. Early learning environments need to directly contribute to learning in two key areas: firstly, to foster & stimulate the sensory perceptions of children to help them to develop & refine these. Secondly, accommodating, encouraging and giving form to a variety of types of social interaction, helping children to develop the skills to function well as Qatari citizens. In this way the learning environment is important in teaching these essential but invisible parts of the early learning curriculum. Emergent Curriculum & Flexible Environment - Early learning Curricula are becoming more flexible, leaving some room for unplanned learning alongside planned learning. This works by building learning activities on the current interests of the children. Spatially, this means planning for the unplanned - a high degree of flexibility is ideal.

parents

learning teachers built environment

the learning environment as 3rd teacher

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Appendix A
Design Philosophy & Approach
Pedagogical Shift in Early Years Education
Collaborative small & Large Group Works- Engagement in group activity helps to foster both a sense of belonging to the group and an awareness of the uniqueness of self. Spaces for early learning should be adaptable to both large & small group activities at different times throughout the day, or simultaneously. Early learning environments teaching sustainability- Window openings safe, but accessible or operable by children so that they can learn about natural ventilation & light, and how these can be used to make the indoor environment more comfortable and usable. Light switches and taps can also be used in the same way as part of learning about conservation of resources. What is more important than any of the principles that might be learnt though, is the overall attitude & philosophy of sustainability which they will take with them into their future lives.

public zone

parent/teacher/child interaction zone learning zone learning learning zone zone shared learning/ play zone learning learning zone zone learning zone

Play environments teaching sustainability- The idea of using the outdoor play area to integrate ecological processes into the learning & development of the children was an important principle in the very first kindergartens in the early 19th century. As children in contemporary society spend less and less time outdoors, the outdoor play environment becomes an increasingly important educational tool. The outdoor play area of a kindergarten should not be devoted only to the physical development of the children- it also provides opportunity for learning through play. Representational Exploration as Learning ToolsPrint, art, construction, drama, music & puppetry are used to present concepts & are invaluable in cognitive, linguistic & social development. The learning environment needs to provide the facilities & project space for these activities as well as supporting impromptu small & large group projects. Curriculum Child Centred, Teacher Framed- The role of teacher is changing to one of facilitator - teachers lend their expertise to the children, listening, guiding, observing & documenting their development, and promoting peer collaboration. Including Parents & Families- Traditionally, childrens parents have been excluded at the door of the kindergarten. Current theory recognises the importance of the family & the home in learning, and in a high degree of interaction between parents, teachers & children to cross-pollinate both home & school learning through this pedagogy of interaction.

spatial strategy for pedagogy of interaction

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Schedule of Areas Pre-School Kindergarten - 12 Groups of 16 (192 children, 20 primary contact staff)
FUNCTION AREA (m2) PROXIMITY COMMENTS

Appendix B
Table of Areas
12 12 connected to entry, admin office

INTERNAL GENERAL AREAS

Entry Foyer SUBTOTAL

INTERNAL STAFF AREAS

Director Office Admin/Reception Staff Room WC Disabled WCx4 Staff Lockers SUBTOTAL 20 10 30 10 10 10 90 Connected to Director's office, within entry foyer Room for staff respite, meal breaks, meeting area. Staff. Staff.- (4x2.5m2) Staff. For admin & parent consultation

INTERNAL AREAS (GROUP MODULE) x 12

(20 children @ 2.5m2 unencumbered play space/child OR ideally16 indoor activity room internal store Children's Bathroom SUBTOTAL for Single Group SUBTOTAL for 12 Groups 60 12 10 82 984 Connected to internal store & children's wc connected to indoor activity room. connected to indoor activity room. (ideally also outdoor activity) children @ 3.25m2 unencumbered play space/child) + (lockers/pigeonholes) + (craft sink & joinery) = 52 + 6 + 2 = approx 60m2 (2xWC & 2xWashbasin) per group of 16 children.

INTERNAL AREAS
kitchen/canteen Common Indoor Play Area Consultation/Observation/Receptio n Lounge space Health Clinic (nurse) Library/AV Room SUBTOTAL TOTAL INTERNAL AREAS CIRCULATION/WALLS APPROX TOTAL BUILDING AREA 20 600 20 36 60 736 1822 364.4 2186.4 Excluding Circulation Assume 20% Circulation & Walls Proximate to common play connect to admin/reception & common play 1x physician room, 1x examination room with sick bays & 1x lavatory. Food prep & storage. Internal Play

EXTERNAL CHILDREN'S AREA

Outdoor Activity Area external store 1 external store 2 SUBTOTAL 1968 6 6 1980 Access from common internal play area. connected to/ located within outdoor activity area connected to/ located within outdoor activity area 2x(Area dedicated to classrooms) NB. This area to be at least partially planted and min. 50% shaded. storage for external play etc. equipment storage for external play etc. equipment

GENERAL EXTERNAL AREAS

Carparking General Pickup/Setdown + Passing Lane Entry Security/ guard post Landscaping SUBTOTAL 1583 1026 16 7 262.5 2894.5 (76 Cars @ 2.5m wide X 5.8m) + (2 disabled space @ 3.7m wide x 6.0m) using 90 deg parking bays & 6.5m central aisle. 1 space per 4 children, 1 space per staff member + disabled req. Based on a 5.5m wide area surrounding Parking area located at entry (either to building or (minimum 6.5m2 provision for guard post) to site) Based on 10% of external areas

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Appendix C
Site Planning & Orientation for Qatar
December solar altitude- 42o

June solar altitude - 89o

Planning Constraints
BKA has endeavoured to establish the minimum site required for a standard kindergarten. This minimum site has been determined by criteria we have adopted for an ideal outcome these consist of the following: a) Orient the kindergarten building to minimise solar exposure of the classrooms. Ideally the building should be oriented with majority of surface area facing to the north & south facades facing north or south can easily be detailed to avoid direct sunlight and capture cooling north westerly breezes. b) Kindergarten buildings to be single storey, & level with outdoor play areas. Several site typologies might be suitable for a kindergarten (eg. smaller urban sites as part of mixed use development.) For this proposal a typical suburban, level site has been assumed. c) Each classroom to have strong visual connection to outdoors & access to natural light & ventilation. d) Indoor Play area, to integrate with outdoor play area at one easily supervised primary connection point. strategy to maximise natural light & ventilation & minimise solar heat gain PRIMARY
PRINCIPLE - N/S ORIENTATION OF COURTS-MAX SHADE, E/W ORIENTATION OF GROUP- MAX EXPOSURE TO SEA BREEZES

optimum building orientation to minimise solar heat gain & harness cooling NW breezes ADMIN SECONDARY

LIGHT SHELF

ENTRY

Drop-off BUS STOP

Drop-off

PARKING

VISITOR PARKING

PARKING

sketch parking/drop off/pick up strategy

INFLUENCE - - High degree of - SHADED PEDESTRIAN STREETS Arabic streetscapeCOMPACT, HIGHLY POROUS PLANNINGspatial articulation to circulation routes, providing for a variety of programs & functions within one space. This SECURE/SAFE concept can be applied to the edge treatment of DROP OFF shared indoor circulation/play area.

DROP OFF/P

INFLUENCE - AHMADIYA SCHOOL, DUBAI - COURTYARD, DEEP, SHADED CLOISTERS & BALCONIES, PASSIVE early Arabic school- classrooms organised aroundCOOLING shared central courtyard, with cloistered transition space.

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principles INFLUENCE - WIND TOWERS PROMOTE COOLING & VENTILATION THROUGHOUT BUILDINGS of natural ventilation using wind towers. This principle can be used around transitions between central play area & classrooms to promote air movement in each

Appendi xC
Design Philosophy & Approach
Principles From Traditional Arabic Design
BKA believes the incorporation of elements of traditional Arabic passive design produces climatically appropriate and environmentally responsible solutions. These solutions include the careful use of shading to reduce the heat effect on the buildings by both the screening of large openings and the shading of space between the buildings - therefore a compact solution is often a desirable result - both to reduce the overall building footprint (and thus the building cost) as well as for the environmental benefits. Other traditional Arabic building elements which can be employed are wind towers, screens and carefully placed small openings. Commitment to environmentally sustainable design principles is paramount - traditional passive options are complemented with technological solutions to achieve the optimum result in terms of environmental sustainability & cost. Long term environmental benefit will be considered against possible higher initial cost to determine the adoption of elements such as photo-voltaic cells etc. Passive design strategies will ensure that natural ventilation will be possible for half the year.

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Appendix D
Typical Spatial Arrangements
Outdoor Play
Organisation 1- Cluster model, organised around internal play space. Focus to interior. Poor connection of indoor & outdoor activity areas. Good relationship between learning zones & indoor play. Outdoor play area difficult to supervise.

Learning Group Base

Store/ WC

Learning Group Base

Learning Group Base

WC

Shared Indoor Play

Staff Support

Learning Group Base

Store/ WC

Learning Group Base

Entry

Outdoor Play

Learning Group Base

Store/ WC Organisation 2- Cluster model, organised around common services & corridor. Focus to outdoor play areas. Good connection from learning zones to indoor play (although 2 classes share circulation with support zones) Excellent connection from learning zones to outdoor play area. Poor usability of outdoor play area, broken up & thus difficult to supervise. Poor orientation for classrooms (most exposed to east or west.)

Store/ WC

Learning Group Base

Store/ WC

Learning Group Base

Store/ WC

Learning Group Base

Shared Indoor Play

Learning Group Base

Entry

Staff Support

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Appndix D
Outdoor Play

Typical Spatial Arrangements

Covered Play Learning Group Base

Covered Play Learning Group Base

Covered Play Learning Group Base

Covered Play Learning Group Base

Covered Play Learning Group Base

Organisation 3- Linear model, organised along internal spine. Focus to external play areas & covered transition areas to each group room. Poor connection from classrooms to indoor play area. Excellent connection from classrooms to outdoor play, with useful covered outdoor transition to each. Highly usable & supervisable outdoor play area. Corridor arrangement means less usable indoor space & poor wayfinding & orientation for children. Good solar orientation of classrooms.

Store/ WC

Store/ WC

Store/ WC

Store/ WC

Circulation

Shared Indoor Play

Entry

Staff Support

Outdoor Play

Staff Support

Learning Group Base

Store/ WC

Learning Group Base

Store/ WC

Shared Indoor Play Entry Learning Group Base Learning Group Base
Store/ WC

Learning Group Base

Organisation 4- Hybrid linear model, organised around articulated spine broken up into a series of common activity & indoor play spaces. Poor interaction between some classrooms & outdoor play, excellent connection to indoor play area. Indoor play area more suitable for fine motor and small group activity as it is broken into smaller volumes. Highly usable & supervisable outdoor play area. Good solar orientation for almost all classrooms.

Store/ WC

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Appendix E
Analysis of Planning Precedents
LEGEND
entry shared library/av
Learning Group

St

Play

Learning St Group

Learning Group

staff/support

circulation/corridor

Learning St Group

Learning Group

Staff Entry

Lib.

shared indoor play

utility/storage

learning group base

covered outdoor play

shared- other

outdoor play

Bambinos International Learning Centre

Architects: Scott Edwards Architecture Location: Hood River, OR, USA Project year: 2008 Budget: US $2,000,000 Site Area: 43 Acre Constructed Area: 762 sqm

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Appendix E
Analysis of Planning Precedents
LEGEND
Play Staff/ Support entry Store Indoor Play Entry shared indoor play utility/storage shared library/av

staff/support

circulation/corridor

Learning Group

Store/ WC

learning group base

covered outdoor play

Learning Group

Store/ WC

Learning Group

shared- other

outdoor play

Kindergarten - Skanderborggade
Architect: Dorte Mandrup Arkitekter Aps Location: Copenhagen, Denmark Project Year: 2005 Client: City of Copenhagen - Department of Labour & Family Affairs Photographs: Jens Markus Lindhe

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Appendix E
Analysis of Planning Precedents
LEGEND
entry shared library/av Indoor Play
Store Learning WC Learning Group Group St Learning WC Learning Group Group St

staff/support

circulation/corridor

shared indoor play

utility/storage

Store

Lib. learning group base covered outdoor play

WC

shared- other Program Planning Arrangement Siting Access/Security

outdoor play

Lib.

Store Entry

Staff

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Appendix E
Analysis of Planning Precedents
LEGEND
Learning Group

WC Learning Group Learning Group

WC

Staff

Store

Indoor Play

Learning Group

entry

shared library/av

Store

staff/support

circulation/corridor

Play

Play

Store

Play

Entry Play

Staff

Learning Group

Play

Store

Play

Play

shared indoor play

utility/storage

learning group base

covered outdoor play

shared- other

outdoor play

Troms Kindergarten
Architects: 70N Arkitektur Location: Troms, Norway Contractor: Bjrn Bygg AS Site Area: 622 sqm Outdoor Area: 1,825 sqm + 1,712 sqm Construction year: 2006

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Appendix F
Baker Kavanagh Architects
Baker Kavanagh Architects proposes concepts for a Kindergarten for 100-240 children. These concepts are based both on rigorous study of precedents & on current theories of pedagogical approaches to early learning. We believe our firm has the resources and capability to successfully deliver these kindergartens & would like to be considered by ASHGHAL for any future projects of this type.

U.S. Green Building Council

Baker Kavanaghs Capabilities

Baker Kavanagh has both local Middle East and international experience with School design. We have a practice of around 30 people based across three locations Dubai, Sydney and Newcastle (Australia). Our three offices undertake regionally specific work, but also divert additional personnel to support projects in other offices when required. This gives us the advantage of absolute flexibility of staffing to meet critical deadlines.

Education Experience
Educational and institutional buildings are a particular focus of the practice. We have worked on a private nonprofit 1200 pupil school in Jebel Ali, UAE, and public schools with the NSW Department of Commerce, the Catholic Church, and also the private education sector in Australia. We are familiar with the many logistical difficulties in working on a school campus much of our work has been on tight sites within existing campuses. We offer innovative planning solutions to maximise the site potential and project outcomes. We also carefully consider the execution of our schemes, most especially to the minimisation of impact on the operation of the school during construction. Baker Kavanagh is a member of the Council of Educational Facilities Planning International (CEFPI) Our established system of centralised file sharing and live communication between office sites allows our staff to collaborate remotely and efficiently. Time differences between zones allow around the clock project progress.

Australian Green Building Council

Ecospecifier

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Council of Educational Facilities Planners International

Appendix F
Baker Kavanagh Architects
Team Availability
We have very recently completed documentation for the new 1200 pupil K-A Level Jebel Ali School in Dubai. The school is one of the first in the UAE to be fully designed to meet LEED (Green Building Council Leadership in Energy and Environmental Design) requirements. The AED150 000 000 Jebel Ali School includes 44 classrooms, auditorium, music school, dance and drama school, libraries, laboratories and sporting facilities. As this project is drawing to a conclusion on April 13th 2009, we will be ready with an experienced team available for immediate start.

Sustainable Design
BKA employs Environmentally Sustainable Design principles in all our projects, and has done so since the establishment of the practice. Our commitment to green design includes our membership of the Emirates Green Building Council, US Green Building Council, Australian Green Building Council and ECO Specifier. Our long-standing interest in sustainable design is evidenced by Director John Bakers construction of his own eco-lodges at Mount View in the Hunter Valley. This project enabled BKA to further explore environmental technologies and available materials without the usual client constraints. BKA has an in-house Environmental Design Policy and Corporate Environmental Policy that govern our office culture and our project approach. A copy of these is available on request.

Quality Assurance
Baker Kavanagh Architects is certified to International Standard ISO 9001:2000 Quality Management Systems, and our projects and staff are subject to regular external auditing. We consider our experience and capabilities worthy of your consideration, and would welcome the opportunity to work with Ashghal to deliver world-class early learning facilities for Qatar.

sectional perspective - schools proposal for adec

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Contact Details
Baker Kavanagh Architects
UNITED ARAB EMIRATES DUBAI PO BOX 62219 T. +971 4 283 4522 F. +971 4 283 4511 E. dubai@bka.com.au QATAR Bldg 5, Level 2 Al Khalidiah P O BOX 55333, Doha T. +974 421 2525 M. +974 675 6671 E. dubai@bka.com.au John Baker DIRECTOR M. +971 50 259 6548 Najla Khoury ASSOCIATE M. +971 50 273 5862 Allison Burrows PROJECT ARCHITECT M. +971 50 273 5865 Jan Derricott OFFICE MANAGER M. +971 50 728 4701

AUSTRALIA SYDNEY T. +61 2 9318 9200 F. +61 2 9318 9222 E. bka@bka.com.au NEWCASTLE T. +61 2 4979 8700 F. +61 2 4955 7016 E. hunter@bka.com.au www.bka.com.au

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